Bøger i International Explorations in Outdoor and Environmental Education serien

This book approaches the prevention of fatal incidents in outdoor education and related fields through detailed study of past tragedies.

As well as addressing the pressing need for effective education in sustainable development, this study demonstrates the practical utility of Anthony Giddens' theory of structuration as a framework for insightful and applicable educational research.

This book was inspired by the inaugural National Roundtable on Environmental and Sustainability Education in Canadian Faculties of Education (Roundtable 2016), which took place June 14-16, 2016, at Trent University in Peterborough, Ontario.

This book approaches the prevention of fatal incidents in outdoor education and related fields through detailed study of past tragedies.

This book brings together stories of the green schools movement ((Eco Schools, Enviroschools, Green Schools, Sustainable Schools, ResourceSmart Schools etc) in several countries around the world, with a focus on the impact of the movement on the development and implementation of education for sustainable development in each of the countries.

This open access volume draws on a multidimensional model of educational change, the book reviews the field of climate change education and identifies some of the areas in which past efforts have fallen short in supporting effective pedagogical change at scale. It then formulates an approach to engage university students and faculty in partnering with schools and adult education institutions and directly contribute innovative curricula on climate change. The approach is illustrated with several case studies which present curricula developed to support school-based innovation in the Middle East and in Guatemala, and adult education in Haiti and Pakistan, and educators preparation at the university level. The approach followed to develop innovative curriculum follows five steps:1) What are the specific impacts of climate change in this jurisdiction? How do they impact various human populations? 2) What knowledge, dispositions and behaviors could mitigate the impact of climate change and are there ways in which changes in the behaviors of populations in this jurisdiction could slow down climate change?3) What are the means of delivery to reach each of the specific populations in this jurisdiction who needs to be educated on climate change?4) What curriculum can help educate each population?5) What role can the institution we are collaborating with play in advancing climate change education in that jurisdiction?The various chapters of the book present the conceptual foundation of these programs and illustrate how these programs respond to specific characteristics of local contexts. These programs focus in schools, non-formal settings and educator preparation institutions. The chapters offer examples of general value beyond the specific contexts for which they were designed, as they illustrate how in order to be optimally useful climate change education needs to be firmly grounded in the specifics of a context and responsive to that context.

This book brings together an international group of authors to discuss the outdoor environmental education (OEE) theory and practice that educators can use to support teaching and learning in higher education.

This book brings together an international group of authors to discuss the outdoor environmental education (OEE) theory and practice that educators can use to support teaching and learning in higher education. The book contents are organised around a recently established list of threshold concepts that can be used to describe the knowledge and skills that university students would develop if they complete a major in outdoor education.  There are six key sections:  the theoretical foundations and philosophies of OEE; the pedagogical approaches and issues involved in teaching OEE; the ways in which OEE is a social, cultural and environmental endeavour; how outdoor educators can advocate for social justice; key approaches to safety management; and the need for on-going professional practice. The threshold concepts that form the premise of the book describe outdoor educators as creating opportunities for experiential learning using pedagogies that align their programme's purpose and practice. Outdoor educators are place-responsive, and see their work as a social, cultural and environmental endeavour. They advocate for social and environmental justice, and they understand and apply safety principles and routinely engage in reflective practice. This book will provide clarity and direction for emerging and established outdoor educators around the world and will also be relevant to students and professionals working in related fields such as environmental education, adventure therapy, and outdoor recreation.

This edited volume explores the role of outdoor environmental education in the contemporary society. It identifies some of the opportunities and challenges of this educational area, particularly in the growing digitalization of the contemporary society and the distancing between people and nature. Furthermore, it seeks to answer why outdoor environmental education is essential for developing students¿ environmental citizenship competencies or developing their relationship with nature. The book also introduces the various approaches existing in the field, discusses their relevance, and highlights their unique features. The book finishes with an overview of the practice of outdoor environmental education in selected countries from North America, Europe, and Asia.